PAGE第3頁共4頁Book1Unit1FoodmattersReading1Comfortfood一、教學目標Bytheendofthissection,studentswillbeableto:1.giveabriefintroductiontocomfortfood;2.distinguishthedifferencesbetweencomfortfoodandfavouritefood;3.graspthewritingtechniqueforgivingadefinition;4.knowmoreabouthowfoodaffectsus.二、教學重難點1.Tounderstandcomfortfoodasfoodforthesoul;2.TorealizetheimportanceofpromotingtraditionalChinesecooking.三、教學過程步驟教學活動設計意圖互動時間/模式Pre-readingStep1Theteacherhasstudentsanswerthefollowingquestions.1.Haveyoueverheardofcomfortfood?2.Whatiscomfortfoodinyouropinion?通過回答兩個問題，激活學生的背景知識，激發(fā)閱讀動機，激活學生已有的關于治愈系食物的認知和經(jīng)驗，引出主題；引導學生探究治愈系食物的定義。5’PairWorkStep2Theteacherhasstudentspredictthecontentsofthearticleaccordingtothetitle.Whatdoyouthinkthearticlewilltalkaboutaccordingtothetitle?培養(yǎng)學生根據(jù)文章標題等信息預測文章主題與內(nèi)容的理解性技能。4’IndividualWorkWhilereadingStep3TheteacherhasstudentsreadthearticleandcompletethechartinPartA1onPage4.Para.1:RicepuddingcheersmeupwheneverIfeelunhappy.Para.2:____________________________Para.3:____________________________Para.4:____________________________Para.5:____________________________通過梳理文章結(jié)構，歸納各段大意，引導學生理解文章的字面意義，把握該文章中的基本事實性信息和作者的觀點。8’IndividualWorkStep41.Theteacherhasstudentsreadthearticlecarefullyandworkingroupstoanswerthefollowingquestions.(1)Whatdoestheauthorcomparetheflavourofthericepuddingtointhefirstparagraph?(2)Whatiscomfortfoodinitsbroadestsense?(3)Accordingtothethirdparagraph,howdoescomfortfoodsuchaschickensoupcheerusup?(4)Forpeoplewhomoveawayfromtheirhomecountry,whatlargelydeterminestheircomfortfood?2.Theteacherhasthestudentslookatthe“Tipofunderstandingdefinitionsinatext”besideA2andanswerthequestion.Howisthedefinitionofcomfortfoodgiveninthisarticle?3.Havethestudentsworkingroupstodiscussthelastsentenceofthisarticle“It’sfoodforthesoul.”andanswerthequestion:Howcanyouunderstandthesentence?4.Havethestudentssummarizethewholepassageinabout60wordsandthengiveanoralreportofit.通過仔細閱讀文章以及小組討論，探究關于文章細節(jié)信息的問題，鍛煉學生從多角度理解治愈系美食的內(nèi)涵，深刻理解“慰藉靈魂的美食”這一概念。通過探究治愈系美食的定義，鍛煉學生在文章中識別定義、歸納總結(jié)的技能。12’GroupWorkClassWorkPost-readingStep5Theteacherhasthestudentsworkinpairsanddiscussthefollowingquestions.1.Howdoestheauthorintroducethetopicofcomfortfood?Whatdoyouthinkofthistechnique?2.Inyouropinion,isthereanydifferencebetweenone’scomfortfoodandfavouritefood?Giveyourreasons.通過小組討論，幫助學生分析作者的寫作技巧和語言特色，引導學生探究治愈系美食和最喜愛美食的區(qū)別，關注治愈系美食與回憶聯(lián)結(jié)的功能性作用。8’PairWorkStep6Theteacherhasstudentsdiscussingroupsandsharetheiranswerstothefollowingquestioninclass.ThereisanEnglishsaying,“Peoplearewhattheyeat.”What’syourunderstandingofthesaying?通過小組討論，引導學生對生活中的真實案例和英語俗語深